A Randomized Controlled Trial (RCT) of the Impact of School-based Sport Research Program on Children's Physical Activity, Executive Function, and Academic Achievement
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 257
- 试验地点
- 1
- 主要终点
- Change from Baseline in the Average Accelerometer-measured MVPA/day at 10 weeks
研究概览
简要总结
The goal of this clinical trial is to test the effectiveness of sport-based physical education (PE) curriculum on activity behaviors (moderate to vigorous physical activity and sedentary behavior), executive functions, and academic performance in elementary school-aged children, particularly among low-income ethnic minorities. The main questions it aims to answer are:
- Whether a school-based sport program can improve child engagement in school-time moderate-to-vigorous physical activity (MVPA) and total daily MVPA, compared to a control group (standard PE class)?
- Whether a school-based sport program can improve child executive functions and academic performance, compared to a control group (standard PE class)?
Participants randomized to receive the ACtive Children Enhance LEaRning and AttenTION (ACCELERATION) intervention (treatment) received
- 45-minute weekly for 10 weeks soccer (ball mastery exercises) curriculum led by trained PE teachers during the school PE lesson time.
- Homework required practicing learned ball mastery skills daily for 15-20 minutes at home. A required ball was provided to them.
- Virtual parent workshops, which required the attendance of parents of study participants to improve their understanding of all about the program
Researchers will compare the control group, who received a regular PE class curriculum, to see if there are any differences in child activity behaviors, executive functions, and academic performance.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- Single (Outcomes Assessor)
入排标准
- 年龄范围
- 8 Years 至 11 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Any student enrolled in 3rd or 4th-grade classes were eligible to participate in the study.
- •Participation in an extracurricular sports activity wasn't an exclusion criterion for this study.
排除标准
- •Students were excluded if they had serious physical (e.g., asthma, heart diseases), developmental (e.g., autism, attention-deficit hyperactivity), or learning (e.g., dyslexia, dyscalculia, dysgraphia) disorders that prevented them from participating in intervention activities
- •Students who participated in a physical activity intervention within the last 6 months were excluded.
研究组 & 干预措施
ACCELERATION
Both study arms occurred during participants' PE class, once a week for 45 minutes for 10 weeks. The ACCELERATION curriculum is designed to improve children's MVPA through learning and practicing new and challenging sport skills in a fun and free-will learning environment that includes not only school but also home environment. The ACCELERATION focuses on introducing the ball to the child at a basic level. Ball mastery is a soccer term that simply refers to the ability to manipulate and play with the ball using all parts of the foot. Since this program was an individual pursuit, not a team endeavor, it was imperative that each student has their own ball during the PE class. The trained undergraduate interns assisted PE teachers to deliver this program to classrooms assigned into the treatment arm. The program trains parents via virtual workshops on delivering the program at home.
干预措施: ACtive Children Enhance LEaRning and AttenTION (ACCELERATION) (Behavioral)
Standard PE
Classrooms assigned to the control group received a 45-minute weekly regular PE curriculum for 10 weeks designed to meet state-mandated requirements. For the same research school, a standard PE curriculum was also delivered by the same PE teacher who delivered the intervention curriculum. However, additional training and support were not provided to PE teachers for the implementation of a regular PE curriculum.
结局指标
主要结局
Change from Baseline in the Average Accelerometer-measured MVPA/day at 10 weeks
时间窗: baseline and post (immediate after 10 weeks of the intervention)
MVPA behaviors were assessed objectively with accelerometers (GT3X+ Actigraph, Pensacola, FL). Trained research staff instructed the students to wear the accelerometer on the right hip for 8 days, which allowed participant to adapt to wearing the device and to achieve the study goal of 2 valid wear days per child as consistent with school-based evaluations. A valid day were defined as ≥600 minutes wear time per day. Freedson's age specific cut points for children 6 to 18 years old will be used to determine the intensity of activity.
次要结局
- Change from Baseline in the Mean Flanker Inhibitory Control and Attention Test Score at 10 weeks(baseline and post (immediate after 10 weeks of the intervention))
- Change from Baseline in the Mean the State of Texas Assessments of Academic Readiness (STAAR) Standardized Test Scores at 10 weeks(baseline and post (immediate after 10 weeks of the intervention))
- Change from Baseline in the Average Accelerometer-measured Sedentary Time/day at 10 weeks(baseline and post (immediate after 10 weeks of the intervention))
- Change from Baseline in the Mean Picture Sequence Memory Task Score at 10 weeks(baseline and post (immediate after 10 weeks of the intervention))
- Change from Baseline in the Mean Dimensional Change Card Sort Test Score at 10 weeks(baseline and post (immediate after 10 weeks of the intervention))